M British, but in My Heart I'm Scottish'
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Two Case Studies in Self-Determination: the Rock and the Bailiwick
Two Case Studies in Self-Determination: The Rock and the Bailiwick INGE V. PORTER* TABLE OF CONTENTS 1. INTRODUCTION ................................................................................................... 340 II. SELF-DETERMINATION ....................................................................................... 342 A. History...................................................................................................... 342 B. General Scope and Content...................................................................... 345 1. Decolonization................................................................................... 345 2. Post-Decolonization.......................................................................... 349 3. Historic Title ...................................................................................... 350 4. Limits to the Principleof Self-Determination.................................... 354 C. M icrostates ............................................................................................... 356 D. Future Trends ........................................................................................... 357 1. The Demise of the Principle of Self-Determination?......................... 357 2. Self-Determination as Customary Law .............................................. 358 3. Self-Determination as a Right to a Democratic Form of Government ......................................................................... 360 III. THE CASE OF GIBRALTAR ................................ -
Empire and English Nationalismn
Nations and Nationalism 12 (1), 2006, 1–13. r ASEN 2006 Empire and English nationalismn KRISHAN KUMAR Department of Sociology, University of Virginia, Charlottesville, USA Empire and nation: foes or friends? It is more than pious tribute to the great scholar whom we commemorate today that makes me begin with Ernest Gellner. For Gellner’s influential thinking on nationalism, and specifically of its modernity, is central to the question I wish to consider, the relation between nation and empire, and between imperial and national identity. For Gellner, as for many other commentators, nation and empire were and are antithetical. The great empires of the past belonged to the species of the ‘agro-literate’ society, whose central fact is that ‘almost everything in it militates against the definition of political units in terms of cultural bound- aries’ (Gellner 1983: 11; see also Gellner 1998: 14–24). Power and culture go their separate ways. The political form of empire encloses a vastly differ- entiated and internally hierarchical society in which the cosmopolitan culture of the rulers differs sharply from the myriad local cultures of the subordinate strata. Modern empires, such as the Soviet empire, continue this pattern of disjuncture between the dominant culture of the elites and the national or ethnic cultures of the constituent parts. Nationalism, argues Gellner, closes the gap. It insists that the only legitimate political unit is one in which rulers and ruled share the same culture. Its ideal is one state, one culture. Or, to put it another way, its ideal is the national or the ‘nation-state’, since it conceives of the nation essentially in terms of a shared culture linking all members. -
LANGUAGE VARIETY in ENGLAND 1 ♦ Language Variety in England
LANGUAGE VARIETY IN ENGLAND 1 ♦ Language Variety in England One thing that is important to very many English people is where they are from. For many of us, whatever happens to us in later life, and however much we move house or travel, the place where we grew up and spent our childhood and adolescence retains a special significance. Of course, this is not true of all of us. More often than in previous generations, families may move around the country, and there are increasing numbers of people who have had a nomadic childhood and are not really ‘from’ anywhere. But for a majority of English people, pride and interest in the area where they grew up is still a reality. The country is full of football supporters whose main concern is for the club of their childhood, even though they may now live hundreds of miles away. Local newspapers criss-cross the country in their thousands on their way to ‘exiles’ who have left their local areas. And at Christmas time the roads and railways are full of people returning to their native heath for the holiday period. Where we are from is thus an important part of our personal identity, and for many of us an important component of this local identity is the way we speak – our accent and dialect. Nearly all of us have regional features in the way we speak English, and are happy that this should be so, although of course there are upper-class people who have regionless accents, as well as people who for some reason wish to conceal their regional origins. -
The Story of New Jersey
THE STORY OF NEW JERSEY HAGAMAN THE UNIVERSITY PUBLISHING COMPANY Examination Copy THE STORY OF NEW JERSEY (1948) A NEW HISTORY OF THE MIDDLE ATLANTIC STATES THE STORY OF NEW JERSEY is for use in the intermediate grades. A thorough story of the Middle Atlantic States is presented; the context is enriohed with illustrations and maps. THE STORY OF NEW JERSEY begins with early Indian Life and continues to present day with glimpses of future growth. Every aspect from mineral resources to vac-| tioning areas are discussed. 160 pages. Vooabulary for 4-5 Grades. List priceJ $1.28 Net price* $ .96 (Single Copy) (5 or more, f.o.b. i ^y., point of shipment) i^c' *"*. ' THE UNIVERSITY PUBLISHING COMPANY Linooln, Nebraska ..T" 3 6047 09044948 8 lererse The Story of New Jersey BY ADALINE P. HAGAMAN Illustrated by MARY ROYT and GEORGE BUCTEL The University Publishing Company LINCOLN NEW YORK DALLAS KANSAS CITY RINGWOOD PUBLIC LIBRARY 145 Skylands Road Ringwood, New Jersey 07456 TABLE OF CONTENTS NEW.JERSEY IN THE EARLY DAYS Before White Men Came ... 5 Indian Furniture and Utensils 19 Indian Tribes in New Jersey 7 Indian Food 20 What the Indians Looked Like 11 Indian Money 24 Indian Clothing 13 What an Indian Boy Did... 26 Indian Homes 16 What Indian Girls Could Do 32 THE WHITE MAN COMES TO NEW JERSEY The Voyage of Henry Hudson 35 The English Take New Dutch Trading Posts 37 Amsterdam 44 The Colony of New The English Settle in New Amsterdam 39 Jersey 47 The Swedes Come to New New Jersey Has New Jersey 42 Owners 50 PIONEER DAYS IN NEW JERSEY Making a New Home 52 Clothing of the Pioneers .. -
Disunited Kingdom?
DISUNITED KINGDOM? ATTITUDES TO THE EU ACROSS THE UK Rachel Ormston Head of Social Attitudes at NatCen Social Research Disunited kingdom? Attitudes to the EU across the UK This paper examines the nature and scale of differences in support for the European Union across the four constituent countries of the UK. It assesses how far apart opinion in England, Scotland, Wales and Northern Ireland appears to be. It reviews the current state of the polls in each country and what this suggests about whose views might determine the outcome of the referendum. Finally, it examines potential reasons for the variation between England, Scotland and Wales in the level of support for EU membership, including differences in demographic profile, party structure and national identity. FAR FROM UNITED ON EUROPE Although recent poll and survey data suggests a slight majority favour remaining in the EU, the size of this majority is much narrower in England than in Scotland, Wales and Northern Ireland. 52% 55% 64% 75% Figures based on mean of recent polls 2 DISUNITED KINGDOM? ATTITUDES TO THE EU ACROSS THE UK PARTY POLITICS AND PUBLIC OPINION England’s relatively anti-EU mood reflects the relatively high level of support for (anti-EU) UKIP and (partly Eurosceptic) Conservatives. LEAVE REMAIN UKIP SNP LABOUR LIBERAL PLAID CYMRU CONSERVATIVE DEMOCRATS AN ENGLISH REFERENDUM? Within England, people who feel particularly strongly English are the most likely to want Britain to leave the EU. LEAVE! DISUNITED KINGDOM? ATTITUDES TO THE EU ACROSS THE UK 3 INTRODUCTION From the perspective of 2015, constant constitutional wrangling seems to have become the norm in the UK. -
A Guide to English Culture and Customs
A GUIDE TO ENGLISH CULTURE AND CUSTOMS This document has been prepared for you to read before you leave for England, and to refer to during your time there. It gives you information about English customs and describes some points that may be different from your own culture. Part of the fun of coming to live or study in another country is observing and learning about the culture and customs of its people. We don’t want to spoil the surprise for you but we do understand that it can be useful to know how other people will expect you to behave, and will behave towards you whilst you’re away from home. This can avoid awkward misunderstandings for both you and the people you meet and make friends with! We hope that your stay in England will be thoroughly enjoyable and we very much look forward to welcoming you at St Giles College. Queues – The English are famous for being very polite. Always join the back of the queue and wait your turn when buying tickets, waiting in a bank, post office or for a bus or train. If you ‘jump the queue’ in England you are known as a ‘queue jumper’ and although people may not say anything to you, they will make very unhappy noises! If there is any confusion about whether there is one queue or more for several different cashiers, you should still wait your turn and stay behind everyone who arrived before you. English people do not try to get to the front first; they are very fair. -
THE ORIGINS of the “Mccrackens”
THE ORIGINS OF THE “McCrackens” By Philip D. Smith, Jr. PhD, FSTS, GTS, FSA Scot “B’e a’Ghaidhlig an canan na h’Albanaich” – “Gaelic was the language of the Scottish people.” The McCrackens are originally Scottish and speakers of the Scottish Gaelic language, a cousin to Irish Gaelic. While today, Gaelic is only spoken by a few thousands, it was the language of most of the people of the north and west of Scotland until after 1900. The McCracken history comes from a long tradition passed from generation to generation by the “seannachies”, the oral historians, of the Gaelic speaking peoples. According to tradition, the family is named for Nachten, Lord of Moray, a district in the northeast of Scotland. Nachten supposedly lived in the 9th century. In the course of time a number of his descendants moved southwest across Scotland and settled in Argyll. The family multiplied and prospered. The Gaelic word for “son” is “mac” and that for “children” is “clann” The descendants of Nachten were called by their neighbors, the Campbells, MacDougalls, and others the “Children of the Son of Nachten”, in Gaelic “Cloinne MacNachtain”, “Clan MacNachtan”. Spelling was not regularized in either Scotland or America until well after 1800. Two spellings alternate for the guttural /k/-like sound common in many Gaelic words, -ch and –gh. /ch/ is the most common Scottish spelling but the sound may be spelled –gh. The Scottish word for “lake” is “loch” while in Northern England and Ireland the same word is spelled “lough”. “MacLachlan” and “Mac Loughlin” are the same name as are “Docherty” and “Dougherty”. -
An Order for the Public Worship of God
An Order for the Public Worship of God The Thirteenth Annual Service of the “Kirkin’ o’ the Tartan” Eleven o’clock in the morning The Twenty-Second of March Two Thousand and Fifteen A.D. The Laurinburg Presbyterian Church Laurinburg, North Carolina Founded 1859 Welcome to our Guests The staff and congregation of The Laurinburg Presbyterian Church welcome you to our church and to this service. We hope you find it uplifting and our members friendly. We invite you to sign the Friendship Pad so we may remember you in our prayers. If you are seeking worship and fellowship just for today, thank you for celebrating with us. But, if you are searching for a new church community, we wish to respond in whatever manner will suit you best. Our services are open to all, and we will welcome you when and if you return. If you would like more information about participating more fully in the life of The Laurinburg Presbyterian Church or have questions or needs to which we may respond, please call the church office (276-0831, x. 301) or so indicate on the Friendship Pad as it is passed today. Please—No Flash Photography in the Sanctuary On this special day, we gather for the Kirkin’ o’ the Tartan Service. “Kirk” is Scottish for Church, usually referring to the Church of Scotland. However, this service and ceremony, although based on Scottish history, legend and folklore, are of American origin. More details of the history and legends are found in the “Programme Notes” portion of this bulletin. -
Introduction to British History I
HIST 2403 Introduction to British History I: POLITICAL, SOCIAL AND CULTURAL HISTORY OF BRITAIN AND IRELAND, FROM THE NORMAN CONQUEST (1066) TO THE RESTORATION (1660) Fall 2009, Room 2082,Tuesday & Thursday, 4:00--5:40 p.m. Instructor: Prof. Ian Gentles Office: Room 1111 Phone: 416-226-6620 ext. 6718 E-mail: [email protected] Office Hours: Tues. 2:30-3:45, Thurs. 2:30- 3:45, OR by appointment Commuter Hotline: 416-226-6620 ext. 2187 Class cancellations due to inclement weather or illness will be announced/posted on the commuter hotline. Mailboxes: Every student is responsible for information communicated through the student mailboxes. A mailbox directory is posted beside the mailboxes. I. COURSE DESCRIPTION An outline of British history from the Norman conquest to the mid-seventeenth century revolution, this course pays particular attention to the history of monarchy, parliament and the church. Specific topics include the conflict between crown and aristocracy, the rise of parliament, the Reformation and the factors that led to the turbulence of the seventeenth century. II. REQUIRED TEXTS 1. Lehmberg, Stanford E. and Samantha Meigs. The Peoples of the British Isles from Prehistoric Times to 1688 . Chicago: Lyceum, 2009 2. Course Pack: Documents, readings and maps for use in tutorial discussion. (available in the bookstore) III. COURSE EVALUATION Examination : Test - Thursday, 22nd October (in class) 10% Essay - 2,000-2500 words, Thursday, 26 November 30% Examination (during December exam period) 40% Class participation 20% (total) 100% Term work : a. You are expected to attend the tutorials, preparing for them through the lectures and through assigned reading. -
Scottish Nationalism
James Madison University JMU Scholarly Commons Masters Theses The Graduate School Summer 2012 Scottish nationalism: The symbols of Scottish distinctiveness and the 700 Year continuum of the Scots' desire for self determination Brian Duncan James Madison University Follow this and additional works at: https://commons.lib.jmu.edu/master201019 Part of the History Commons Recommended Citation Duncan, Brian, "Scottish nationalism: The symbols of Scottish distinctiveness and the 700 Year continuum of the Scots' desire for self determination" (2012). Masters Theses. 192. https://commons.lib.jmu.edu/master201019/192 This Thesis is brought to you for free and open access by the The Graduate School at JMU Scholarly Commons. It has been accepted for inclusion in Masters Theses by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. Scottish Nationalism: The Symbols of Scottish Distinctiveness and the 700 Year Continuum of the Scots’ Desire for Self Determination Brian Duncan A Thesis Submitted to the Graduate Faculty of JAMES MADISON UNIVERSITY In Partial Fulfillment of the Requirements for the Degree of Master of Arts History August 2012 Table of Contents Abstract…………………………………………………………………………….…….iii Chapter 1, Introduction……………………………………………………………………1 Chapter 2, Theoretical Discussion of Nationalism………………………………………11 Chapter 3, Early Examples of Scottish Nationalism……………………………………..22 Chapter 4, Post-Medieval Examples of Scottish Nationalism…………………………...44 Chapter 5, Scottish Nationalism Masked Under Economic Prosperity and British Nationalism…...………………………………………………….………….…………...68 Chapter 6, Conclusion……………………………………………………………………81 ii Abstract With the modern events concerning nationalism in Scotland, it is worth asking how Scottish nationalism was formed. Many proponents of the leading Modernist theory of nationalism would suggest that nationalism could not have existed before the late eighteenth century, or without the rise of modern phenomena like industrialization and globalization. -
The History of England A. F. Pollard
The History of England A study in political evolution A. F. Pollard, M.A., Litt.D. CONTENTS Chapter. I. The Foundations of England, 55 B.C.–A.D. 1066 II. The Submergence of England, 1066–1272 III. Emergence of the English People, 1272–1485 IV. The Progress of Nationalism, 1485–1603 V. The Struggle for Self-government, 1603–1815 VI. The Expansion of England, 1603–1815 VII. The Industrial Revolution VIII. A Century of Empire, 1815–1911 IX. English Democracy Chronological Table Bibliography Chapter I The Foundations of England 55 B.C.–A.D. 1066 "Ah, well," an American visitor is said to have soliloquized on the site of the battle of Hastings, "it is but a little island, and it has often been conquered." We have in these few pages to trace the evolution of a great empire, which has often conquered others, out of the little island which was often conquered itself. The mere incidents of this growth, which satisfied the childlike curiosity of earlier generations, hardly appeal to a public which is learning to look upon historical narrative not as a simple story, but as an interpretation of human development, and upon historical fact as the complex resultant of character and conditions; and introspective readers will look less for a list of facts and dates marking the milestones on this national march than for suggestions to explain the formation of the army, the spirit of its leaders and its men, the progress made, and the obstacles overcome. No solution of the problems presented by history will be complete until the knowledge of man is perfect; but we cannot approach the threshold of understanding without realizing that our national achievement has been the outcome of singular powers of assimilation, of adaptation to changing circumstances, and of elasticity of system. -
University of Huddersfield Repository
University of Huddersfield Repository Ward, Paul The end of Britishness? A historical perspective Original Citation Ward, Paul (2009) The end of Britishness? A historical perspective. British Politics Review, 4 (3). p. 3. ISSN 1890-4505 This version is available at http://eprints.hud.ac.uk/id/eprint/7726/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or not-for-profit purposes without prior permission or charge, provided: • The authors, title and full bibliographic details is credited in any copy; • A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way. For more information, including our policy and submission procedure, please contact the Repository Team at: [email protected]. http://eprints.hud.ac.uk/ British Politics Review Journal of the British Politics Society, Norway Volume 4 | No. 3 | Summer 2009 The Britishness debate Identity issues in a contested United Kingdom CONTRIBUTORS Paul Ward • Arthur Aughey • Christopher Bryant • Vron Ware Espen Kallevik • Dana Arnold • Kristin M. Haugevik British Politics Review Editorial Volume 4 | No. 3 | Summer 2009 Identity in an age of uncertainty ISSN 1890-4505 Questioning national identity is a sign of our times.